LESSON PLAN/UNIT
MAKING AMERICANS, MAKING AMERICA
SUMMER INSTITUTE 2008
Dr. Oscar Chamberlain
Dr. Renee Gralewicz
Dr. Selika Ducksworth-Lawton
Dr. Chia Youyee Vang
Paul Dutton
Black River Falls Middle School
Black River Falls, WI
June 24, 2008
Our 7th grade curriculum is the study of Latin America and Canada. One part of
our scope and sequence focuses on the basics of immigration. While discussing
push/pull and other factors of immigration over 5 class periods, I will be
spotlighting the arrival of the Hmong and the Hispanic migrant worker to
Wisconsin. My main objective is for students to be able to show a comparison
between what is an immigrant and a refugee. This spotlight will take up 2 of these
5 class periods.
Educational Standards:
B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or
nations
C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the
common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority
rule with protection for minority rights
E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of
people
E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to
social continuity and change within a community
E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and
societies
E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions
of individuals
E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to
conflict in a society
E.8.8 Give examples to show how the media may influence the behavior and decision-making of
individuals and groups
E.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United
States, and the world
E.8.10 Explain how language, art, music, beliefs, and other components of culture can further global
understanding or cause misunderstanding
E.8.14 Describe cooperation and interdependence among individuals, groups, and nations, such as
helping others in times of crisis
The following lesson plan was developed for the 7th grade classroom. To put this
into some context of the class, our curriculum consists of the study of Latin
America and Canada. Whenever possible we show the connection the U.S. has to
the histories of these areas.
The focus for the whole year is what I call “The Story of the Western
Hemisphere.” I want the kids to look at history as an unfolding story. If they can
look at history and its foundations, with its twisting plots, antagonists,
protagonists, and recurring themes the same way one might read a Harry Potter
book that history will come to life for them.
I begin each unit, whether its Canada, Central America, Caribbean, Mexico, or
South America by discussing the Native peoples who thrived and became great
nations. From there, naturally, we look at European exploration and how
settlements developed, which turned into colonies and then independent
countries. To do this they need to know why people came to the Western
Hemisphere.
As stated above our curriculum does not naturally lend itself to the specific study
of immigration to Wisconsin. To “fit” it in, I took a look at the scope and
sequence of our year and determined that the best time to present this lesson
was during the time that we talk about the basics of European immigration to the
Western Hemisphere. The textbook we use touches on the push/pull factors and
counter-stream. I will be incorporating my immigration lesson from last year’s
institute which focuses on what pushed or pulled European immigrants to our
state of Wisconsin.
During the approximately five days of our discussion on immigration, push/pull,
and counter-stream, approximately two of those days will be used to take a closer
look at the ideas of what is an immigrant and what is a refugee. We will look at
the histories of what brought the Hmong people to the state of Wisconsin. In
contrast, we will also then look at what has brought the migrant workers from
Mexico to work the dairy farms or the seasonal agricultural work in the state of
Wisconsin.
In respect to the story of the Hmong I will be asking my students to read each of
the chapter summaries in the book “Hmong in America: Journey From A Secret
War.” To be specific, the following pages will be put together in a reading packet.
Introduction, on page 7, Chapter I: Across the Mountaintops of Laos, on page 11,
Chapter II: The Secret War, on page 29, Chapter III: Exodus to Thailand, on page
49, Chapter IV: Becoming Hmong Americans, on page 65. These summaries will
provide an ideal background for the 7th grade reader to become a part of the
discussion on the Hmong and their initial status of refugee.
In respect to the story of the migrant worker, I will be asking my students to read
the Leader Telegram article “Home is where Hispanics are.” This reading, like the
Hmong reading, should provide a solid background for the 7th grade reader to
become a part of the discussion on migrant workers and why they would not be
considered refugees, but instead immigrants.
In conclusion, I believe this lesson will be of benefit to my students as we navigate
our way through our studies of the Western Hemisphere by allowing them to see
their home state of Wisconsin has its own rich history of immigration.
The included PowerPoint presentation will show the more specific lesson as it will
be shown to the students.
Bibliography
Vang, Chia: Instructors Notes and Lectures
Prentice Hall. “World Studies: Foundations of Geography”. (2005): pp.67-71
Pfaff, Tim. Hmong in America: Journey from a Secret War.
Eau Claire Leader-Telegram, September 23, 2007, pp.1A-2A
Kaldjian, Paul, and Lawrence Hoffman. "Rural Wisconsin, Latino Labor and
the Migration Paradox." University of Wisconsin "Kaleidoscope II (2007): 311.